How Covid-19 Pandemic Might Lead to Appreciating Pedagogies Driven By The Multiplicity of Intelligence: A Case of the Ugandan Experience
Abstract
While the Covid-19 pandemic has devastated education institutional
programmes and activities for the last one year, it might also present
opportunities for new knowledge and paradigm within education. In this paper,
we discuss the Covid-19 pedagogies and their effect on the traditional
educational system anchored on logic and universality. To do this, we start by
highlighting the Covid-19 pandemic and how it has impacted education
especially in low-resourced contexts and then give a historical overview of the
conceptualisation of intelligence. The historical overview underscores how over
centuries, the concept of intelligence has been influenced by the left-brain
teaching and learning strategies and how this has impacted how teachers teach
and the entire teaching and learning system. By explaining the cultural and social
aspects of intelligence, we underscore the multiplicity of intelligence as opposed
to its unidimensional conception. We then expound on how Covid-19 pandemic
has widened opportunities for new conceptions of intelligence within education
through introducing new ways of teaching and learning which are studentcentred, community and local resource focused, further justifying the need for
creativity and innovation. We conclude that while the Covid-19 pandemic has
presented serious challenges to educational programmes, it has also presented
opportunities for new conceptions of intelligence and the need to appraise the
modern epistemology which has characterised education in low-resourced
contexts for centuries.
Keywords
Intelligence philosophy of education Covid-19 pedagogies Intelligence, philosophy of education, Covid-19 pedagogies
References
- Sternberg, R. (2005). The theory of successful intelligence. Interamerican Journal of Psychology, 39(2), 189-202.
Abstract
References
- Sternberg, R. (2005). The theory of successful intelligence. Interamerican Journal of Psychology, 39(2), 189-202.
Details
| Primary Language | English |
|---|---|
| Subjects | Studies on Education |
| Journal Section | Articles |
| Authors | |
| Publication Date | October 1, 2021 |
| Published in Issue | Year 2021 Volume: 6 Issue: 4 |
Cite
International Journal of Educational Research Review (ISSN:2458-9322)
International Journal of Educational Research Review publishes scholarly articles that are of general significance to the education research community and that come from a wide range of areas. The International Journal of Educational Research Review aims to provide a forum for scholarly understanding of the field of education. Articles focus upon concepts, research, review and practices that emphasizes the intersections between education research and other fields, raises new questions, and develops innovative approaches to our understandings of pressing issues.
The range of topics covered in the International Journal of Educational Research Review include; read full aims and scope; https://www.ijere.com/page/journal-scopes
Peer Review Policy: All articles in this journal will undergo initial editor screening, rigorous double-anonymous peer review, and review by the editorial board.
Double-blind peer review
International Journal of Educational Research Review follows a double-blind reviewing procedure. This means that the author will remain anonymous to the reviewers throughout peer review. It is the responsibility of the author to anonymize the manuscript and any associated materials. read full Peer Review Policy; https://www.ijere.com/page/peer-review-policy
Ownership and management
IJERE journal is hosted by Dergipark/Tubitak. IJERE Journal is published with the support of Sakarya University Faculty of Education/TURKEY.
Governing body
Editor in Chief
Dr. Serhat Arslan, Necmettin Erbakan University, Turkey (serhat.arslan@erbakan.edu.tr)
read full Governing body /Ownership and management/ Editorial board member ; https://www.ijere.com/page/editorial-board
Copyright and licensing
Copyright Statement
Copyright violation is an important, and possibly related, ethical issue. Authors should check their manuscripts for possible breaches of copyright law (e.g., where permissions are needed for quotations, artwork or tables taken from other publications or from other freely available sources on the Internet) and secure the necessary permissions before submission to International Journal of Educational Research Review.
read full Copyright and licensing; https://www.ijere.com/page/copyright-and-licensing-open-access-statement